Cambridge IGCSE Physical Education (0413)

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Cambridge IGCSE

Physical Education

0413

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Changes to syllabus for 2017 and 2018

This syllabus has been updated, but there are no signiicant changes.

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1. Introduction ... 2

1.1 Why choose Cambridge? 1.2 Why choose Cambridge IGCSE?

1.3 Why choose Cambridge IGCSE Physical Education? 1.4 Cambridge ICE (International Certiicate of Education) 1.5 How can I ind out more?

2. Teacher support ... 5

2.1 Support materials 2.2 Endorsed resources 2.3 Training

3. Assessment at a glance ... 6

4. Syllabus aims and assessment objectives ... 7

4.1 Syllabus aims

4.2 Assessment objectives and their weightings

5. Description of components ... 8

5.1 Component 1: Paper 1 5.2 Component 2: Coursework

6. Syllabus content ... 11

7. Component 2: Coursework ... 23

7.1 General requirements for practical activities 7.2 Specimen practical activities and their assessment

8. Coursework assessment ... 38

8.1 Summary of the assessment of practical activities 8.2 Assessment of practical activities

8.3 Moderation

9. Grade description ... 46

9.1 Further information

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Introduction

1. Introduction

1.1 Why choose Cambridge?

Cambridge International Examinations is part of the University of Cambridge. We prepare school students for life, helping them develop an informed curiosity and a lasting passion for learning. Our international qualiications are recognised by the world’s best universities and employers, giving students a wide range of options in their education and career. As a not-for-proit organisation, we devote our resources to delivering high-quality educational programmes that can unlock learners’ potential.

Our programmes set the global standard for international education. They are created by subject experts, are rooted in academic rigour, and provide a strong platform for progression. Over 10 000 schools in 160 countries work with us to prepare nearly a million learners for their future with an international education from Cambridge.

Cambridge learners

Cambridge programmes and qualiications develop not only subject knowledge but also skills. We encourage Cambridge learners to be:

• conident in working with information and ideas – their own and those of others • responsible for themselves, responsive to and respectful of others

• relective as learners, developing their ability to learn • innovative and equipped for new and future challenges • engaged intellectually and socially, ready to make a difference.

Recognition

Cambridge IGCSE is recognised by leading universities and employers worldwide, and is an international passport to progression and success. It provides a solid foundation for moving on to higher level studies. Learn more at www.cie.org.uk/recognition

Support for teachers

A wide range of materials and resources is available to support teachers and learners in Cambridge schools. Resources suit a variety of teaching methods in different international contexts. Through subject discussion forums and training, teachers can access the expert advice they need for teaching our qualiications. More details can be found in Section 2 of this syllabus and at www.cie.org.uk/teachers

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1.2 Why choose Cambridge IGCSE?

Cambridge IGCSEs are international in outlook, but retain a local relevance. The syllabuses provide

opportunities for contextualised learning and the content has been created to suit a wide variety of schools, avoid cultural bias and develop essential lifelong skills, including creative thinking and problem-solving.

Our aim is to balance knowledge, understanding and skills in our programmes and qualiications to enable students to become effective learners and to provide a solid foundation for their continuing educational journey.

Through our professional development courses and our support materials for Cambridge IGCSEs, we provide the tools to enable teachers to prepare learners to the best of their ability and work with us in the pursuit of excellence in education.

Cambridge IGCSEsare considered to be an excellent preparation for Cambridge International AS and A Levels, the Cambridge AICE (Advanced International Certiicate of Education) Group Award, Cambridge Pre-U, and other education programmes, such as the US Advanced Placement program and the International Baccalaureate Diploma programme. Learn more about Cambridge IGCSEs at www.cie.org.uk/cambridgesecondary2

Guided learning hours

Cambridge IGCSE syllabuses are designed on the assumption that learners have about 130 guided learning hours per subject over the duration of the course, but this is for guidance only. The number of hours required to gain the qualiication may vary according to local curricular practice and the learners’ prior experience of the subject.

1.3 Why choose Cambridge IGCSE Physical Education?

Universities and employers accept Cambridge IGCSE Physical Education as proof that candidates have knowledge, skills and an understanding of a range of relevant physical activities. Candidates’ knowledge, skills and understanding come from studying both practical and theoretical aspects of Physical Education. Successful Cambridge IGCSE Physical Education students gain lifelong skills, including:

• an ability to plan, perform, analyse and improve, and evaluate physical activities • knowledge, skills and understanding of a range of relevant physical activities • an understanding of effective and safe performance

• an understanding of the role of sport and physical activity in society and in the wider world • an excellent foundation for advanced study

• an enjoyment of physical activity.

Prior learning

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Introduction

Progression

Cambridge IGCSE Certiicates are general qualiications that enable candidates to progress either directly to employment, or to proceed to further qualiications.

Candidates who are awarded grades C to A* in Cambridge IGCSE Physical Education are well prepared to follow courses leading to Cambridge International AS and A Level Physical Education, or the equivalent.

1.4 Cambridge ICE (International Certiicate of Education)

Cambridge ICE is a group award for Cambridge IGCSE. It gives schools the opportunity to beneit from offering a broad and balanced curriculum by recognising the achievements of learners who pass examinations in a number of different subjects.

Learn more about Cambridge ICE at www.cie.org.uk/cambridgesecondary2

1.5 How can I ind out more?

If you are already a Cambridge school

You can make entries for this qualiication through your usual channels. If you have any questions, please contact us at info@cie.org.uk

If you are not yet a Cambridge school

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2. Teacher support

2.1 Support materials

We send Cambridge syllabuses, past question papers and examiner reports to cover the last examination series to all Cambridge schools.

You can also go to our public website at www.cie.org.uk/igcse to download current and future syllabuses together with specimen papers or past question papers and examiner reports from one series.

For teachers at registered Cambridge schools a range of additional support materials for speciic syllabuses is available from Teacher Support, our secure online support for Cambridge teachers. Go to http://teachers.cie.org.uk (username and password required).

2.2 Endorsed resources

We work with publishers providing a range of resources for our syllabuses including print and digital materials. Resources endorsed by Cambridge go through a detailed quality assurance process to ensure they provide a high level of support for teachers and learners.

We have resource lists which can be iltered to show all resources, or just those which are endorsed by Cambridge. The resource lists include further suggestions for resources to support teaching.

2.3 Training

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Assessment at a glance

3. assessment at a glance

The syllabus provides candidates with an opportunity to study both the practical and theoretical aspects of Physical Education. It is also designed to foster enjoyment in physical activity. The knowledge gained should enable candidates to develop an understanding of effective and safe physical performance.

All candidates take:

Component 1 Component 2

Paper 1 1 hour 45 min Coursework Centre-based assessment

Section a:

Candidates answer short answer questions on each of the three units: Factors affecting performance;Health, safety and training; Reasons and opportunities for participation in physical activity.

Section b:

Candidates answer three structured questions, one from each of the three units they have studied.

Candidates choose to undertake four practical activities from at least two of the seven categories listed (50% of total marks). Candidates must show the ability to analyse and improve practical performance in one of their four chosen practical activities (10% of total marks).

40% of total marks 60% of total marks

The grades available are A*–G. All components are available in the June and November series.

External Moderation

External moderation of internal assessment is carried out by Cambridge. Centres must submit candidates’ internally assessed marks to Cambridge. The deadlines and methods for submitting internally assessed marks are in the Cambridge Administrative Guide available on our website.

Availability

This syllabus is examined in the June and November examination series.

This syllabus is not available to private candidates.

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4. Syllabus aims and assessment objectives

4.1 Syllabus aims

Candidates should, through the knowledge they gain, develop an understanding of effective and safe physical performance.

Candidates should be encouraged to improve:

• their ability to plan, perform, analyse and improve, and evaluate physical activities • their knowledge, skills and understanding of a range of relevant physical activities.

4.2 Assessment objectives and their weightings

To pass Cambridge IGCSE Physical Education, candidates are assessed under the following objectives:

AO1: physical performance, including an ability to inter-relate planning, performing and evaluating whilst undertaking activity.

AO2: an ability to analyse and improve their own and others’ performance. AO3: knowledge and understanding of:

• the factors affecting performance

• the health and safety aspects of physical activity, including the advantages and risks associated with a range of training strategies and techniques

• the reasons for participating in physical activity.

The following grid shows the weighting of the assessment objectives in the two components of the scheme of assessment:

assessment Objectives Components

Paper 1 Coursework

AO1 – 50%

AO2 – 10%

AO3 40% –

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Description of components

5. Description of components

5.1 Component 1: Paper 1

1 hour 45 minutes, 80 marks

The examination assesses candidates’ knowledge and understanding in relation to the syllabus content. Candidates are required to demonstrate skills of description, interpretation and evaluation. The question paper has a weighting of 40% of the total marks and is divided into two sections.

Section a: Short answer questions on: • Unit 1: Factors affecting performance • Unit 2: Health, safety and training

• Unit 3: Reasons and opportunities for participation in physical activity.

Section b: Three structured questions and differentiated questions, one on each unit: • Unit 1: Factors affecting performance

• Unit 2: Health, safety and training

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5.2 Component 2: Coursework

The Coursework component requires candidates to offer a minimum of four practical activities from at least two of the seven categories. Each activity is marked out of 50 marks and the Analysing and Improving out of 10 marks. The practical activities are:

Categories Practical activities

Game activities • Association Football • Badminton

Gymnastic activities • Artistic Gymnastics (loor and vault) • Figure Skating (Individual)

• Rhythmic Gymnastics

athletic activities • Cross Country Running • Cycling

• Track and Field Athletics • Weight Training for Fitness

Outdoor and

adventurous activities

• Canoeing

• Hill Walking and Campcraft or Hostelling

Swimming • Competitive Swimming • Life Saving

• Personal Survival

Combat activities • Judo • Karate

Coursework assesses candidates’ physical performance, including an ability to interrelate planning, performing and evaluating whilst undertaking activity in four practical activities worth 50% of the syllabus total.

In addition candidates are assessed on their ability to analyse and improve their own or another’s performance in one of their chosen practical activities, worth 10% of the syllabus total.

Therefore, in assessing practical activities, the following assessment objectives must be met (60% total weighting):

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Description of components

Assessment will be conducted by the Centre and internally standardised by the Centre with moderation of video evidence by a Cambridge appointed Moderator.

Centres must consult the Cambridge IGCSE Physical Education Coursework Guidelines booklet (3rd edition), available from Cambridge’s website,www.cie.org.uk

NOTE

The assessment, including the production of video evidence, of candidates performing in practical activities is an integral part of the Cambridge IGCSE Physical Education course. In addition, candidates can be placed in physically demanding situations when taking part in practical activities.

It is the responsibility of the Centre, through the Head of Physical Education or equivalent, to ensure that: • candidates are capable of taking part in practical activities; if there is any doubt then medical advice

should be sought

• the health and safety of candidates is paramount and is maintained at all times when candidates are engaged in practical activities as part of this course

• the necessary facilities and equipment are available and safe for each activity that candidates take part in • they oversee the assessment process and that there is effective internal standardisation across the

Centre’s assessments and all the staff involved in the assessments, including off-site activities • the DVD video evidence is suficiently comprehensive and in the correct format (single layered DVD,

viewable in Windows Media Player or QuickTime) to enable external moderation to take place eficiently.

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6. Syllabus content

The following areas of study are designed to contribute to the development of understanding and knowledge of the principles involved in safe, health-related exercise. All these sections are inter-related.

Unit 1: Factors affecting performance

Candidates should develop knowledge and understanding of:

1 Skill

• Deinition of skill.

• Types of skill: basic and complex, ine and gross motor skills, open and closed continuum. • Factors affecting variations in skill level: age and maturity, motivation, anxiety, arousal

conditions, facilities, environment, teaching and coaching.

• Simple information processing model: what is meant by the terms input, decision making, output, feedback.

• Types of feedback: intrinsic, extrinsic, knowledge of performance, knowledge of results. • The importance of feedback.

• How you learn a new skill; considerations – limited channel capacity, overload, only do a little, instructions should be simple, demonstration should be simple. When you irst do movement it goes into short term memory. Practice – movement goes into long term memory.

2 Motivation and mental preparation • Meaning of motivation.

• Types of motivation: – intrinsic and extrinsic – rewards and incentives.

• Arousal and performance; how one is affected by the other. • Physiological responses of the body to arousal:

– production of adrenaline – increased heart rate – increased respiration

– muscles tense in readiness for action. • Inverted U Theory (Yerkes-Dodson Theory). • Causes of over-arousal.

• Causes of decline in performance; anxiety. • Need for relaxation and visualisation.

• Goal setting – SMARTER (speciic, measurable, agreed, realistic, time-phased, exciting, recorded). As a means of controlling anxiety.

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Syllabus content

3 Skeleton and joints

• The four major functions of the skeleton: – shape and support

– movement – protection – blood production.

• Examples of major bones of the body to highlight these functions. • Relevance to performance and participation in physical activity. • Examples of different types of joints:

– ixed or immovable joints/ibrous joints – slightly movable joints/cartilaginous joints – freely movable joints/synovial joints. • Describe the components of each type of joint. • Describe the range of movements which includes:

– lexion, extension, rotation, abduction and adduction. • Ligament, cartilage and synovial luid problems.

4 Muscles and tendons

• How muscles and their composition, function and action affect movement and performance: fast twitch for power and strength activities, slow twitch for endurance activities.

• How activities and exercise affect the composition and eficiency of muscles, focusing on: – deltoid

– trapezius – pectorals – biceps – triceps

– latissimus dorsi – abdominals – gluteals – quadriceps – hamstrings – gastrocnemius.

• How improved muscle functioning can improve performance and participation in physical activities. • The role of antagonistic pairs, prime movers and synergists during a range of physical activities,

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5 Circulatory and respiratory systems

• Components of blood and the functions of plasma, red cells, white cells, platelets. • The role of haemoglobin in red blood cells.

• How red blood cells are affected when people live at altitude.

• Illness/conditions that result from an imbalance in blood cells, e.g. haemophilia, anaemia, and the effect this could have on a person’s ability to participate in sports.

• How the circulatory and respiratory systems affect performance and participation levels: – lactic acid and oxygen debt tolerance

– duration of activity – recovery rate.

• How activity and exercise develop and affect the eficiency of the circulatory and respiratory systems:

– stronger heart muscle

– increased stroke volume and cardiac output – lower resting heart rate

– more eficient gaseous exchange – increased vital capacity

– tidal volume

– oxygen debt tolerance.

• The difference between aerobic and anaerobic work and the effect of lactic acid production on performance, with examples from speciic physical activities.

6 Fitness

• Simple deinition of itness.

• Components of itness; measurement and explanation, with example, of each of the following. – Health related itness:

○ cardio-vascular endurance (aerobic itness)

○ body composition

○ speed of reaction

○ timing.

• Health related exercise programme. • Tests of cardio-vascular itness:

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Syllabus content

• Factors which affect itness.

• Fitness, graphs/charts/data; understanding, dissemination of information.

• Maximum oxygen uptake (VO2 max.) as a measurement of cardio-vascular itness.

• Plan a health-promoting exercise programme; considerations, involve FITT (frequency, intensity, time, training activity).

7 Physique

• Understand the term physique. • Three extreme body types:

– Endomorph – fat – degree of fatness

– Mesomorph – muscular – degree of muscularity – Ectomorph – thin – degree of linearity.

• Examples of each body type, from different sports. • Advantages of certain body types for certain sports e.g.:

– gymnast – high jumper

– rugby prop forward. 8 Drugs

• Deinition – any chemical introduced to the body which affects how the body works. • Doping; improve performance by taking drugs.

• Reasons why sports persons take drugs.

• Types of drugs identiied as performance enhancing and banned by the International Olympic Committee:

– stimulants

– narcotic-analgesics – anabolic agents – diuretics

– anxiety reducing drugs

– peptide hormones and analogues

– drugs subject to certain restrictions: alcohol, marijuana, beta blockers. • Types of drugs and their reactions on the body.

• Blood doping.

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Unit 2: Health, safety and training

Candidates should develop knowledge and understanding of the principles of:

1 Health

• World Health Organization (WHO) deinition of health – a state of complete physical, mental and social well-being.

• Physical well-being:

– all body systems work well – free from injuries and illnesses

– able to carry out everyday physical tasks. • Mental well-being:

– able to cope with stress – can control emotions – feel good about yourself. • Social well-being:

– have essential human needs, food, clothing and shelter – have friendship and support

– have some value in society – able to mix with others. • Health and itness:

– need for a healthy lifestyle – need to eat a balanced diet – need to take regular exercise – need to avoid drugs and pollution. 2 Diet

• The body needs nutrients for energy, growth and repair of cells. These nutrients are proteins, carbohydrates, fats, vitamins and minerals. Also water and ibre.

• Consider proteins, carbohydrates, fats, vitamins, minerals, water and ibre; why they are important in the diet, examples of sources in food, if and why they are useful sources of energy.

• Different energy requirements:

– teenagers need more energy than young children – males tend to need more energy than females – athletes need more energy than non-athletes

– people with active lifestyles need more energy than people with non-active lifestyles. • Energy balance; daily energy food intake needs to balance daily energy need.

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Syllabus content

3 Games: Safe practice

• Schoolteachers have a responsibility to ensure that Physical Education activities are undertaken in a safe and secure environment.

• Some activities are exciting because they are challenging and there is an element of risk. • Participants need to:

– be aware of the correct clothing and safety equipment to be used – know how to check and handle equipment

– know safety arrangements

– know how to assist and support other pupils – adhere to a code of behaviour

– recognise the need to warm up and cool down after exercise – be able to give examples of the above in a practical situation. • Safety rules and regulations. These will differ from activity to activity.

• Participants should be able to outline the safety arrangements, potential dangers, rules and regulations in one activity/game from each of the seven categories of activities.

4 Injuries

• Minor injuries are an acceptable part of playing sport. More serious injuries are less acceptable and may be avoided.

• Prevention of some injuries may be possible if the participant – warms up and cools down correctly

– uses the correct equipment – knows the rules and regulations

– checks if the surface and facilities are safe to use – does not participate when tired

– ensures that a teacher is always present.

• Types of injuries. Can vary from simple to very severe. • Simple treatment for the following:

– winding

– simple cut or graze – blisters

– bruises

– muscle, tendon and ligament injuries. • RICE (Rest + Ice + Compression + Elevation) • Causes of injuries are many and varied but mainly:

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5 Exercise and training

• Exercise is an important component of a healthy lifestyle. • Exercise has physical, mental and social beneits.

• Exercise works on all the body systems. – Movement occurs when muscles contract.

– Muscles obtain energy from food. Some glucose is stored in the muscles and liver as glycogen. • Cells get energy from glucose in the process called respiration.

• Aerobic respiration uses oxygen to release energy: – glucose + oxygen → energy + carbon dioxide + water • When aerobic exercise occurs

– muscles contract and some energy is used – muscle contractions release heat – warm up – carbon dioxide is excreted by the lungs.

• Need aerobic exercise when one exercises over a lengthy period of time. Examples of type of exercise. • Anaerobic respiration occurs without oxygen:

– glucose → energy + lactic acid • When anaerobic exercise occurs:

– less energy is produced than in aerobic respiration,

– lactic acid produced causes pain and fatigue. Muscles are less eficient and eventually stop working. – lactic acid is removed by breathing in more oxygen. This extra oxygen at the end of anaerobic

exercise is called oxygen debt.

• Anaerobic respiration is used for short periods of intense exercise. • Examples of aerobic and anaerobic exercises.

• Training is a programme and a procedure used to improve performance. – Training principles are:

○ Speciicity

○ Overload

○ Progression

○ Reversibility.

– The effects of too much exercise through over-training.

– Training methods; explanation of different types and their beneits. – Circuit training – explanation of different types and exercises.

– Weight training (strength training) – a method of training using weights. – Training can be:

○ Isotonic (Dynamic) – involves muscle shortening. Examples, advantages and disadvantages.

○ Isometric (Static) – muscles contract but stay the same length. Examples, advantages and disadvantages.

– Plyometrics – alternative method of power training.

– Fartlek training – method of training which improves aerobic and anaerobic energy systems.

○ Example of this type of fartlek training.

○ Used in a variety of sports, e.g. cycling and skiing.

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Syllabus content

– Continuous training – a method of training which requires participants to run, swim, cycle for set periods of time.

○ Advantages and disadvantages.

– Resistance training – a method of training which requires athletes to work against a load (resistance).

○ Advantages and disadvantages.

– Interval training – a method of training which involves periods of fast work and periods of recovery (slow work or rest). The recovery period enables the lactic acid in muscles to be removed.

○ Advantages.

• Effect of exercise on the heart, circulatory and respiratory systems. – Response of the heart; measurement of heart rate per minute:

○ stroke volume and cardiac output

○ cardiac output = stroke volume × heart rate – Responses of the circulatory system.

– Responses of the respiratory system:

○ minute volume = tidal volume × respiratory rate

○ examples of breathing changes with exercise. – How the body controls body temperature.

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Unit 3: Reasons and opportunities for participation in physical activity

Candidates should develop knowledge and understanding of the principles of:

1 leisure and recreation

• Leisure time – the free time a person has when not working or sleeping. • Factors which determine what people do during leisure time:

– their age – interests

– social circumstances – facilities available – where people live.

• Determinants of the growth in leisure activities:

– advances in technology (in the work place) resulting in

○ people working shorter days

○ having longer holidays

○ more unemployed.

– improvements in health care, people live longer – growth in leisure time activities

– growth in facilities.

• Recreation is any voluntary activity a person might do during leisure time.

• Physical recreation is any physical activity a person may choose to do during leisure time. • Reasons why people choose recreational activities.

• Role and aims of local sports clubs.

• Why clubs ind the role of the volunteer essential.

• Roles within a club may be Secretary, Treasurer, Chairperson, Fixtures/Membership Secretary, Coach.

• How schools can support participation at all levels.

• Role that schools play through lessons, examinations and extracurricular activities to promote participation.

2 Facilities, participation, excellence

• Facilities for physical activities vary depending on where people live.

– Urban areas may have leisure centres, sports stadiums, specialist sports clubs.

– Rural areas and remote areas are unlikely to have purpose built sports facilities but may have natural facilities for such activities as sailing, hill walking, rock climbing, etc.

• Sport and recreation facilities may be controlled and run by – local authorities

– private companies – voluntary organisations.

• Local authorities normally own sports facilities but do not always run them. – Companies compete for chances to run the facilities.

– Dual use facilities are often school sports facilities which are also used by the local community. • Private companies run sports facilities as a business in order to make a proit. These might be golf

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Syllabus content

• Voluntary organisations tend to cater for a local need. For example: – local scout and youth groups

– places of worship, e.g. churches

– large national charities, e.g. the Youth Hostels Association. • The location of sports facilities; main considerations.

• Facilities catering for different groups; identify the groups.

• Types of sports centres; range of activities and people they cater for. • Factors which encourage people to take part in physical activities. • Factors which determine excellence in sport.

• Sponsorship – business provides inancial support for an athlete, team or event/competition. – Advantages and disadvantages to a sponsor.

– Advantages and disadvantages of sponsorship to the sport. 3 Global events

• The impact of global events on participation, e.g. Olympic Games, Football World Cup. • Advantages and disadvantages of being the host nation:

– the development of facilities

– the development of training facilities

– how coaching systems are developed to ensure a high level of success, particularly for the host nation.

• Social impacts of global events on a host nation.

• Why both professionals and amateurs compete in the Olympic Games.

• How education supports participation at the highest level through scholarships, sports colleges, trust funds.

• The reasons why certain countries develop excellence in speciic sports. Reasons should include geographical, climatic, inancial, traditional and cultural.

• Identify certain countries and the sports in which they excel. • Examples could include:

– Kenya/Ethiopia – middle/long distance running – Brazil – football

– Nordic/alpine countries – skiing – Fiji – rugby sevens

– New Zealand – rugby – Japan – sumo wrestling – Cuba – boxing.

4 Media

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• Drawbacks of media coverage:

– more pressure on managers and teams to do well

– players adopt a ‘win at all costs’ attitude rather than playing for enjoyment – some may resort to cheating or the use of drugs

– sports stars have less privacy due to media attention

– the media may demand changes in the law/rules of some sports – media may become very critical of referees’/oficials’ decisions. • Impact of television on sport:

– sport occupies a large percentage of viewing time

– television allows viewers to see the biggest competitions in the world

– event/match analysis allows the viewer to see the events in great detail, e.g. slow motion replays

– TV companies contribute to event prize money

– colour TV allows some sports to be seen which were not possible with black and white TV, e.g. snooker, bowls

– TV companies often decide, due to their inancial support, which sports will be shown – minority sports; positive and negative effects.

5 access to sport

• General availability of sport to all; some elements are common to all three headings below

(e.g. women-only swimming sessions both develop sporting/recreational opportunities for women, and may also provide the only access to sport for women in some communities because of religious beliefs).

• Campaigns and legislation to create equal opportunity. – Athletes with disability:

○ rapid expansion in participation in disability sport, wider variety of activities available in schools and greater willingness to adapt sports to meet people’s needs

○ improvement in facilities, both for those taking part and for spectators

○ increase in number of coaches available, and in the number of coaches specialising in working with athletes with disability

○ open competitions, e.g. shooting, archery, creation of competitions where able-bodied athletes and athletes with disability may enter as a pair, e.g. European Dance Championships

○ Disability Games alongside able-bodied

○ greater social acceptability of people with disabilities

○ increase in number of role models who are also developing media roles in presenting their sport.

– Gender:

○ women encouraged to take part in sport

○ money for facilities, growth in popularity of certain activities targeted at women, e.g. step aerobics, swing into shape, emergence of role models

○ recognition that women can compete in events which, in the past, were considered too strenuous for women, e.g. marathon, triple jump, pole vault

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Syllabus content

– Social equality:

○ the role of local community groups in developing traditional sports and activities for ethnic minority groups

○ the role of local groups in developing a sense of social inclusion through sporting activity programmes (may also apply in the case of athletes with disability)

○ cultural attitudes, the relaxation of certain conditions to allow participation for certain cultures

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7. Component 2: Coursework

Component 2 (Coursework) assesses candidates’ physical performance. It assesses their ability to inter-relate planning, performing and evaluating while undertaking practical activities. Component 2 also assesses candidates’ ability to analyse and improve their own or another person’s performance.

Practical activities are physically demanding for candidates. The Head of Physical Education or equivalent is responsible for the health and safety of candidates when they are taking part in the practical activities as part of this course.

Centres must refer to the Cambridge IGCSE Physical Education Coursework Guidelines Booklet (3rd Edition).

7.1 General requirements for practical activities

Cambridge IGCSE Physical Education candidates should be continuously involved in the process of planning, performing and evaluating.

The teaching of Physical Education has, at all levels, the following requirements.

1. To promote physical activity and healthy lifestyles, teach candidates: • to be physically active

• to adopt the best possible posture and the appropriate use of the body

• to engage in activities that develop cardiovascular health, lexibility, muscular strength and endurance

• the increasing need for personal hygiene in relation to vigorous physical activity. 2. To develop positive attitudes, teach candidates:

• to observe the conventions of fair play, honest competition and good sporting behaviour as individual participants, team members and spectators

• how to cope with success and limitations in performance • to try hard to consolidate their performance

• to be mindful of others and the environment. 3. To ensure safe practice, teach candidates:

• to respond readily to instructions

• to recognise and follow relevant rules, laws, codes, etiquette and safety procedures for different activities or events, in practice and during competitions

• about the safety risks of wearing inappropriate clothing, footwear and jewellery and why particular clothing, footwear and protection are worn for different activities

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Component 2: Coursework

7.2 Specimen practical activities and their assessment

This section of the syllabus contains an example of one activity from each of the seven categories. The examples covered in this section are Badminton, Artistic Gymnastics (loor and vaults), Educational Dance, Track and Field Athletics, Hill Walking and Campcraft or Hostelling, Competitive Swimming and Combat Activities. You should refer to the Cambridge IGCSE Physical Education Coursework Guidelines Booklet (3rd Edition) for the criteria for assessing each of the practical activities.

Category 1: Game Activities

badminton

Candidates should demonstrate knowledge and understanding in order to:

• play the full recognised version of a competitive game and to undertake a variety of roles, for example, performer, coach, oficial

• use increasingly advanced strategies and tactics of competitive play and adapt these to the strengths and limitations of other players

• perform increasingly advanced techniques in a game of Badminton and know how to improve performance

• co-operate with others in regular practice in order to reine their technique

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Badminton assessment: Planning, performing and evaluating

Marks Description

41–50

A candidate should demonstrate under applied conditions:

• a detailed understanding of the rules and regulations for highly successful play in both singles and doubles games

• a very good understanding of tactics with the ability to plan strategies appropriate to all phases of the game

• an ability to select the best shots to play in practice and match situations and produce very good attacking strokes with control, consistency and accuracy.

31–40

• a good understanding of the rules and regulations for successful play in both singles and doubles games

• a good understanding of positions, roles and conditions of play and the knowledge to use them to advantage in a game

• an ability to select and use the correct strokes effectively in both practice and game situations, in singles and doubles, and produce good attacking strokes

• an ability to apply tactics successfully to overcome opponents’ weaknesses.

21–30

• a sound understanding of the rules and regulations for successful play in both singles and doubles games

• a sound understanding of positioning and speciic role awareness

• an ability to make sensible choices when choosing the best shot and understand the principle of attacking space

• an ability to execute a variety of shots in a game situation

• an ability to apply simple tactics with a measure of success in a game situation.

11–20

• a basic understanding of the rules/regulations in order to play a recognised version of the game

• an ability to organise him/herself and others well for a practice game

• an ability to make appropriate simple choices in an attempt to outwit opponents

• an ability to execute basic shots with a reasonable amount of control in a practice game, without the ability to prolong a rally or play attacking strokes

• an awareness of simple tactics to overcome opponents’ weaknesses at a basic level.

0–10

A candidate should demonstrate under applied conditions: • a limited understanding of the rules/regulations of the game

• a limited ability to organise him/herself and others in order to improve simple techniques in practice

(28)

Category 2: Gymnastic Activities

artistic Gymnastics (loor and vaults)

• plan and implement a training schedule relevant to the gymnastic activities undertaken • perform increasingly advanced techniques and know how to improve performance • apply the principles, rules and criteria for evaluating performance

• extend their gymnastic ability.

Artistic Gymnastics (loor and vault) assessment: Planning, performing and

evaluating

41–50

• a detailed knowledge of the principles, rules and regulations as they apply to practices and competitions

• an ability to plan in ine detail a complex sequence of movements involving advanced techniques and incorporate them into an effective training schedule

• an ability to perform:

a sequence of at least 8 different linked loor movements requiring a high degree of gymnastic skill. At least 3 of the movements will be forward and/or backward rotational movements. The whole sequence will show good body positions, control, low and balance at least 4 different vaults over apparatus in different positions. Movements will show very good preparation, approach, take-off, control in light and landing as well as correct body position throughout.

31–40

A candidate should demonstrate under applied conditions: • a detailed knowledge of the principles, rules and regulations

• an ability to plan a complex sequence of movements involving advanced techniques and incorporate them into an effective training schedule

• an ability to perform:

a sequence of at least 8 different linked loor movements requiring effective control, balance and low throughout. Three of the movements will be rotational movements and all should show clear body positions

at least 3 different vaults over apparatus in different positions. Movements should show approach, light, control and landing to a good standard.

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11–20

• a basic knowledge of some of the principles, rules and regulations

• an ability to plan a basic sequence of movements and incorporate them into an imaginative training schedule

• a basic ability to perform:

a sequence of at least 6 different linked loor movements requiring balance, low and some transference of weight

two vaults requiring a distinct measure of control.

0–10

• a limited understanding of some of the principles, rules and regulations of gymnastics • an ability to plan a simple sequence of basic movements and incorporate them into a simple

training schedule

• a limited ability to perform:

(30)

Category 3: Dance Activities

Educational Dance

Candidates should perform in an Educational Dance and show an understanding of the following: • The technical and expressive nature of dance skills through the performance of short and complete

dances. The length of the dances should be between 2 minutes 30 seconds and 3 minutes.

• Elements of dance composition; improvisation and selection of movement content; relationship and clarity of constituent parts (unit, proportion, balance); shaping of material into coherent form (motif, development, repetition, variation, contrast, climax, logical sequence).

• A range of stimuli (music, words, percussion); visual (pictures, sculptures); tactile (fabric); kinaesthetic (based on movement itself, e.g. light, jumps); ideational (stories, poetry).

• Ways in which dance can be described, interpreted and evaluated. This would include both the candidate’s own dances and those of other choreographers.

(31)

Educational Dance assessment: Planning, performing and evaluating

41–50

• the ability to distinguish, compose and apply advanced skills, techniques and ideas consistently showing high standards of precision, control, luency and originality • the ability to show initiative and originality in composing dances and employ advanced

choreographic principles and demonstrate a good understanding of choreographic form • the ability to take a number of roles in a group and show some planning and leadership

skills

• a detailed understanding of the role of rules and conventions of dance.

31–40

• the ability to compose and perform a wide range of technical and expressive skills separately and in combination

• the ability to compose dances that effectively combine physical, formal and expressive elements to communicate the ideas

• the ability to plan and implement warming up and cooling down activity dance exercises that effectively take in the needs of conditioning

• a detailed understanding of the role of rules and conventions of dance.

21–30

• the ability to compose and perform with technical competence and show sensitivity to the accompaniment and communicate the choreographic intention

• the ability to employ a range of choreographic devices, structure dances into logical form and select material that has rhythmic, dynamic and spatial interest, and demonstrate a sound knowledge of safe practice in dance and of movement principles underpinning speciic dance techniques

• the ability to prepare themselves and others effectively for participation in the activities and for improved performance, selecting and implementing safe exercise, warm up and cool down programmes

• a sound understanding of the role of rules and conventions of dance.

11–20

A candidate should demonstrate under applied conditions: • sound performance skills in a range of styles

• the ability to use a variety of compositional principles to convey a range of dance ideas and work on their own and with others to devise, rehearse and present dances

• the ability to plan and implement appropriate warming up and cooling down activities with support and direction, and perform exercises safely

• a basic understanding of the role of rules and conventions of dance.

0–10

• the ability to use simple compositional principles with help: they may also need support in devising and presenting dances. They ind dance styles challenging to perform

• the ability to attempt to use appropriate terminology to comment on their own and professional dance works and attempt to support their views

(32)

Category 4: Athletic Activities

Track and Field athletics

Candidates should demonstrate knowledge and understanding in order to: • plan, carry out and evaluate an effective training schedule for selected events

• perform increasingly advanced techniques in selected events and know how to improve performance • apply the strategies and tactics in their chosen events

(33)

Track and Field Athletics assessment: Planning, performing and evaluating

41–50

• the ability to distinguish and apply advanced skills, techniques and ideas consistently showing high standards of precision, control, luency and originality

• the ability to perform in three events in athletics (no more than two from any one group) showing very good technique and consistently high standards of control and luency, and where appropriate power, speed and stamina (for boys, 245 points, for girls, 200 points) • the ability to draw from their understanding of tactics to outwit the opposition in

competitions and adopt a leading role within a group or team

• a thorough understanding of the role of rules and conventions of the activity.

31–40

• the ability to select and combine advanced techniques, adapt these to the demands of the athletic activity and modify their technique in the light of changing circumstances, and where appropriate showing speed, power and stamina (for boys, 205 points, for girls, 165 points) • the ability to analyse and judge the effectiveness of their own and others’ performance

showing an understanding of the relationship between technique, itness, tactics and quality performance

• the ability to show good understanding of the need to warm up and cool down using a good range of ideas and carry them out thoroughly

• a detailed understanding of the role of rules and conventions of the activity.

21–30

• the ability to perform luently and with conidence in at least three events in athletics showing the relationship between itness, technique and strategy (for boys, 165 points, for girls, 130 points)

• the ability to adapt and modify their technique as a result of analysis of both their own and others’ performance, and use tactics effectively

• the ability to carry out speciic roles in a team effectively and show how to warm up and cool down effectively using own ideas

• a sound understanding of the role of rules and conventions of the activity.

11–20

• the ability to perform with good sound technique in a limited number of athletics events (for boys, 125 points, for girls, 90 points)

• the ability to appreciate the different itness demands in a variety of events/exercises and use basic tactics

• the ability to draw on ideas given to them in order to warm up and cool down safely • a basic understanding of the role of rules and conventions of the activity.

0–10

• the ability to perform the basic requirements of various events (for boys, 85 points, for girls, 60 points)

• the ability to attempt to master technical aspects of events

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Category 5: Outdoor and Adventurous Activities

Hill Walking and Campcraft or Hostelling

Candidates should demonstrate knowledge and understanding in order to: • prepare for and undertake a journey safely in an unfamiliar environment • develop their own ideas for creating challenges for others

• use increasingly complex techniques and the safety procedures appropriate to the activity undertaken • appreciate the effects of nutrition and climatic conditions on the body, through the activity undertaken,

and be aware of, and respond to, changing environmental conditions • extend their knowledge, understanding and ability.

Hill Walking and Campcraft or Hostelling assessment: Planning, performing

and evaluating

41–50

• a very thorough knowledge of a range of equipment used in this activity, how to use it and look after it

• an ability to plan in consultation with others, and in great detail, an expedition over two days, with nights spent at different sites/hostels, over a total distance of between 24–28 miles/40–45 km

• an ability to interpret map information in detail and to navigate safely with great accuracy along undeined footpaths in an unfamiliar area

• an ability to assess situations and, after consultation, take a sensible and appropriate course of action

• an ability to apply advanced techniques

• an ability to note the effects of nutrition and climatic conditions on the body, be aware of the effects the conditions might be having on others and take the most sensible course of action.

31–40

• a detailed knowledge of equipment required and how to use it on an expedition

• a detailed knowledge of route and equipment planning in readiness for a two day expedition over a distance of 24–28 miles/40–45 km using different sites/hostels

• an ability to interpret map information and to navigate safely with considerable accuracy along well trodden footpaths in an unfamiliar area

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21–30

• an ability to plan for an expedition noting the basic requirements

• a sound knowledge of route and equipment plans in readiness for a two day expedition over a distance of 16–20 miles/25–30 km

• an ability to map read and navigate occasionally with consultation with others, with only minor errors along well trodden footpaths safely in an unfamiliar area

• an ability to use basic techniques such as map setting with a compass, without guidance • route planning using Naismith’s Rule without guidance

• meal preparation

• an ability to collect all useful information in advance of the venture and discuss any implications

• an ability to observe all the rules as they apply to the countryside, campcraft and safety • a sound understanding of the body’s needs/responses to exercise and weather conditions.

11–20

• a basic knowledge of equipment, its uses and how to look after it

• a basic knowledge of route and equipment planning in readiness for one or two day(s) expedition over a distance of between 12–16 miles/20–25 km

• an ability to navigate safely, with minimum guidance, over short distances, along well trodden footpaths in an unfamiliar area

• an ability to work as part of a group sharing responsibilities

• an ability to use simple techniques such as map setting visually with guidance • planning routes using Naismiths’s Rule with guidance

• tent erection with due regard to weather/ground conditions

• an ability to collect local weather and other information and use it to advantage on the venture

• an ability to observe all the rules as they apply to the countryside, campcraft and safety • an understanding of the body’s needs/responses to exercise and weather changes.

0–10

• a simple knowledge of the basic equipment required for the venture and how to use it • a limited knowledge of how to prepare simple route and equipment sheets for a planned

expedition over a distance of 6–8 miles/10–15 km

• an ability, with guidance, to navigate safely over a short distance along well trodden footpaths in an unfamiliar area

• an ability, as part of a team, to work to achieve a successful outcome

• an ability to understand simple techniques such as map orientation, load packing and carrying

• an ability to receive/collect local weather and topographical information and make certain judgements

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Category 6: Swimming

Competitive Swimming

• implement the rules for competition and prepare for and participate in races in the various sprint, distance, medley and team events

• develop, apply and evaluate their skills in selected water-based activities • extend their knowledge, understanding and swimming ability.

Competitive Swimming assessment: Planning, performing and evaluating

41–50

• an ability to plan in ine detail, and carry out prior to competition, a preparation programme covering every aspect of a warm up and training schedule

• an ability to swim 50 m using three different strokes with the correct arm, leg and breathing technique in less than the following times:

Boys Girls

• a very detailed knowledge and understanding of the rules as they apply to all swimming competitions.

31–40

• an ability to carry out, without supervision, a preparation programme which includes a warm up and training schedule

Boys Girls

(37)

21–30

• an ability to carry out, with supervision, a preparation programme which includes a warm up, practice and training schedule

Boys Girls

Front Crawl Breast Stroke Back Crawl Butterly

53 secs 62 secs 57 secs 55 secs

55 secs 65 secs 60 secs 58 secs • a sound understanding of the rules of most swimming competitions.

11–20

• an ability to carry out a simple warm up, practice and training schedule under close supervision

• an ability to swim distances of 50 m using two different strokes with the correct arm, leg and breathing action, without a pause

• an understanding of some of the rules of competition, particularly those in which he/she participates.

0–10

• a minimum knowledge of basic requirements of a warm up, practice and training schedule • an ability to move through the water a distance of 50 m showing a form of stroke

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Category 7: Combat Activities

Combat activities

• acquire the essential skills and their names in order to participate in the activity

• participate fully in a recognised version of a competitive contest and undertake a variety of roles, for example, performer, coach, oficial

• use increasingly advanced strategies and tactics and adapt these to the strengths and limitations of other participants

• perform increasingly advanced techniques in both practice and competition and know how to improve performance

• co-operate with others in regular practice in order to reine their technique

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Judo assessment: Planning, performing and evaluating

41–50

• a detailed understanding of the rules and regulations for Judo when performing at a high level

• a very good understanding of tactics with the ability to plan strategies appropriate in both attacking and defensive situations

• an ability to select the best skills, from those listed, in practice and contest situations and produce very good attacking and defensive movements with a high measure of control, consistency and accuracy

• an ability to show speed of movement to outwit opponents, showing very good distribution of weight and the correct application of force to off balance opponents.

31–40

• a good understanding of the rules and regulations for Judo when performing at a good level • a good understanding of the grip, stance to enable players to attack on the left and right • an ability to select and use the correct skills in practice and contest situations and produce

good attacking and defensive movements with a good measure of control, consistency and accuracy

• an ability to apply tactics successfully to overcome opponents’ weaknesses, showing a good measure of speed and a good distribution of weight to off balance opponents.

21–30

• a sound understanding of the rules and regulations for Judo when performing at a good level

• a sound understanding of the grip, stance to enable players to attack on the left and right • an ability to make sensible choices when choosing the best manoeuvre and understand the

principle of attack and defence to outwit opponents

• an ability to execute a variety of throws in a contest situation, using appropriate tactics with a reasonable measure of success.

11–20

• a basic understanding of the rules/regulations in order to perform at a reasonable level, particularly in a practice situation

• an ability to make appropriate simple choices in an attempt to outwit opponents both in attack and defence in a practice situation

• an ability to execute basic skills with a reasonable amount of control in a practice situation, without the ability to move quickly from a defensive situation to an attacking situation • an awareness of simple tactics to overcome opponents’ weaknesses at a basic level.

0–10

A candidate should demonstrate under applied conditions: • a limited understanding of the rules/regulations of Judo

• a limited ability to organise him/herself and others in order to improve simple techniques in practice

(40)

Coursework assessment

8. Coursework assessment

8.1 Summary of the assessment of practical activities

Introduction

Centres will conduct the assessment of practical activities and will follow a process of internal standardisation. A Cambridge appointed Moderator will use video evidence for external moderation.

Assessment Objectives

The assessment objectives which have to be met through the assessment of practical activities are:

AO1: physical performance including an ability to inter-relate planning, performing and evaluating whilst undertaking activity.

AO2: an ability to analyse and improve their own and others’ performance.

Weighting of marks for the practical activities

aO1: Planning, performing and evaluating 50%

aO2: Analysing and improving 10%

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8.2 Assessment of practical activities

Planning, performing and evaluating (50% of the total marks)

Planning, performing and evaluating are part of a continuous, interrelated process and you must take this into account when assessing the practical activities of candidates.

When you are assessing a candidate’s ability to plan, perform and evaluate, the performance level of the candidate is central to your assessment. The candidate must, therefore, irst of all meet the performance assessment descriptors at a particular level. You will then assess the candidate’s mark, within the range of marks for that level, by his/her ability to meet the other assessment descriptors at that level.

Periodic assessment of practical activities

You should assess candidates at least three times during a two-year course of study so that a periodic, progressive assessment procedure is evident.

Examples of assessment sheets for the recording of individual candidate and activity marks can be downloaded from www.cie.org.uk/samples. There are separate assessment forms for Track and Field Athletics, Competitive Swimming and Cross Country Running which must be used.

Other considerations concerning assessment

All Centres must provide video recorded evidence of planning, performing and evaluating for most of the practical activities. The exceptions are in:

• Track and Field Athletics, Competitive Swimming and Cross Country Running, where candidates’ performance times/distances are required for participation events. However, you must send all recorded times and distances which must be independently veriied with a signature, name, position and date on each assessment sheet.

• Hill Walking and Campcraft/Hostelling, where evidence of planning, performing and evaluating will be in the form of route sheets, route tracings, equipment and menu lists, and expedition logs. These must be submitted for external moderation.

If you teach practical activities on a modular basis over a two year period, you may need to record video evidence of a candidate’s ability at the end of a module. Keep the video evidence for moderation purposes.

You must keep all work produced by candidates, as well as records of assessment, because the Centre Moderator may wish to inspect them.

Guidance on the requirements for video evidence of coursework

Centres offering the Physical Education syllabus to their students must provide video recorded evidence of their candidates’ practical performance.

The following guidelines will help you to produce the video evidence. There should be no need to submit more than one 3 hour DVD.

• Record your video evidence on a full sized DVD (mini DVDs are not acceptable). Check carefully the video evidence before submission to Cambridge. The DVD must be viewable in the UK, on Windows Media Player or QuickTime.

• Each activity should be between 10 and 15 minutes duration.

• Select ive candidates (or all candidates if you have fewer than ive) from each submitted activity. Select candidates from across the ability range.

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Coursework assessment

• With the DVD send Centre Order of Merit sheets for each activity showing the candidates’ marks in rank order. Identify candidates shown on the DVD on the Centre Order of Merit sheets.

• Order of Merit sheets, and the instructions for completing them, may be downloaded from

www.cie.org.uk/samples. The database will ask you for the syllabus code and your Centre number, after which it will take you to the correct forms.

AO1: Planning, performing and evaluating

The recorded evidence should show one or two candidates taking a small group through a ive minute warm up routine (if this is possible). Show one or two candidates for no more than two activities. Centres must provide video recorded evidence of performance of a sample of ive candidates from across the ability range in each of the practical activities offered by the Centre. Show different candidates in each activity demonstrating their ability to perform the essential skills in the activity. For example, in Basketball show the ability to dribble, pass and receive the ball, and perform different methods of scoring in an unopposed situation. It may then be possible to place the candidates in a small game or group situation where team skills, if applicable, can be demonstrated. Finally, in a game activity, show the candidates ideally in a full or larger game situation. This latter point may not always be possible. However, if this is possible within a game situation, track the identiied candidates with the camera. You do not need to provide video recorded evidence for activities which are objectively tested, for example Competitive Swimming, Cross Country Running and Track and Field Athletics. However, you must send all recorded times and distances in support of the mark awarded. The times and distances for these activities must be independently veriied with a signature, name, position and date on the assessment forms for these activities. Assessment forms to use for Track and Field Athletics, Competitive Swimming and Cross Country Running can be downloaded from www.cie.org.uk/samples

A running commentary, constantly identifying candidates in the activity situation, is also very helpful to the Moderator. You can identify candidates’ strengths and weaknesses in the running commentary.

AO2: Analysing and improving

You must provide written evidence in the form of an Analysing and Improving Task of a sample of at least ive candidates from across the ability range. The Analysing and Improving Task instructions can be downloaded from www.cie.org.uk/samples. You may also video record interviews with candidates where they are asked questions, probably by the Teacher. The candidates should explain skills being performed by a colleague, analyse the colleague’s performance and suggest ways of improving any identiied weaknesses through different training methods and practices.

Important considerations when ilming practical activities

• You should ensure that video recorded evidence for indoor activities is shot in good light. • Avoid using white on yellow bibs, as the numbers are dificult to read on a television screen. • You may ilm boys and girls together but show the marks separately and in ranked order.

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Documentation to accompany the DVD Send the following documentation with the DVD: • MS1

• Coursework Summary Assessment Form (downloadable from www.cie.org.uk/samples)

• Centre Order of Merit Sheet for each activity assessed (downloadable from www.cie.org.uk/samples). [There are separate Centre Order of Merit Sheets for Track and Field Athletics, Competitive Swimming and Cross Country Running.]

• Written Analysing and Improving Tasks.